Limited research exists examining the social-emotional functioning of rural, at-risk children in addition to school characteristics that may impact behaviors. In the present study the social-emotional functioning of rural, at-risk Kindergarten students was observed in relation to various school characteristics including teacher perceptions of professional climate, opportunities for professional development and collaboration, teacher efficacy, and teacher-child relationships. The sample of students from low SES families residing within rural areas was derived from a nationally representative database (ECLS-K 2011), and yielded a sample size of 1,318. The results were analyzed using several path analyses. The analyses revealed that teacher perceptions of professional climate in addition to reported opportunities for professional development and collaboration were important to their feelings of effectiveness as a teacher (teacher efficacy). In addition, the conflict within a teacher-child relationship was significantly related to teacher ratings of internalizing and externalizing problems. Implications for the potential impact on social-emotional problems through interventions at the school and teacher level are discussed.
|Commitee:||Burch, Andrea, Greil, Arthur, O'Connell, Lynn|
|Department:||Division of Counseling and School Psychology|
|School Location:||United States -- New York|
|Source:||DAI-A 76/01(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Educational psychology|
|Keywords:||At-risk, Externalizing, Internalizing, Protective, Rural, Social-emotional|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be